Course Descriptions

EDL 703 - Research Seminar A

(Credits: 3.00)

Students will answer the following questions: What is the nature of research? What forms can research take? How can statistics inform the research process? This seminar introduces the process of research. Students will examine various descriptive and experimental research methodologies: case study research, ethnographic research, historical research, survey research, longitudinal and correlational research, and experimental and quasi-experimental research. Students will be introduced to statistical reasoning, descriptive and inferential statistics through one-way analysis of variance and to computer applications for research and statistics.

EDL 706 - Theoretical Models of Literature and Language

(Credits: 4.00)

Students will answer the following questions: What are different theoretical models of literacy? How have these been conceptualized and tested? How have they been applied to literacy practice and societal issues? This course focuses on theoretical models of literacy: neurocognitive, linguistic, cognitive and socio-cultural. Students will use the models as scaffolds for investigating the following topics: oral and written language development, phonological processes, lexical and semantic comprehension processes, and socio-cultural influences in literacy.

EDL 709 - Qualitative Methodology and Design

(Credits: 4.00)

Students answer the following questions: What are exemplars of qualitative/descriptive studies that have impacted literacy theory and practice? What research is needed to address unanswered research questions? How might I design a prototype of a qualitative/descriptive research study?

EDL 712 - Current Issues in Assessment

(Credits: 3.00)

Students will answer the following questions: How is the term "assessment" defined and used in different literacy contexts? How are the constructs of validity and reliability applied to formal and informal assessment instruments? What are the characteristics of valid and reliable assessment? How have educational assessment procedures been influenced by government policy? What are new assessment paradigms and what are their strengths and liabilities? Students will examine a variety of assessment instruments and procedures and critique them according to guidelines for ethical and meaningful assessment.

EDL 715 - Literacy and Language Symposium

(Credits: 2.00)

Students will answer the following questions: What are current issues in literacy and language? How do literacy and language theory and research relate to and inform our understanding of these issues? Students will participate in seminar/symposium events that feature literacy and language speakers and focus on literacy and language research, and current issues in literacy and language. Participants will discuss the transformation and organization of literacy and language systems, the advancement of literacy, and the application of literacy and language theory and research to education practice.

EDL 716 - Research in Child Language Disorders Symposium

(Credits: 2.00)

Students will answer the following questions: What are current issues in literacy and language? How do literacy and language theory and research relate to and inform our understanding of these issues? Students will participate in seminar/symposium events that feature literacy and language speakers and focus on literacy and language research, and current issues in literacy and language. Participants will discuss the transformation and organization of literacy and language systems, the advancement of literacy, and the application of literacy and language theory and research to education practice.

EDL 717 - Literacy and Language Symposium

(Credits: 3.00)

Students will answer the following questions: What are current issues in literacy and language? How do literacy and language theory and research relate to and inform our understanding of these issues? Students will participate in seminar/symposium events that feature literacy and language speakers and focus on literacy and language research, and current issues in literacy and language. Participants will discuss the transformation and organization of literacy and language systems, the advancement of literacy, and the application of literacy and language theory and research to education practice.

EDL 720 - Writing Theory, Practice and Assessment

(Credits: 4.00)

In this course, students will examine the nexus between theory and practice in writing in order to answer the following questions: What do we need to know about writing development? What do we need to know about the teaching of writing? What are we doing to assess student writing and what should we be doing differently?

EDL 722 - Instructional Models of Literacy and Language

(Credits: 4.00)

Students will answer the following questions: What are different instructional models of literacy? How have these been conceptualized and tested? How have they been applied to literacy practice? Students are oriented to instructional models of literacy as applied in schools and classrooms and will examine how such models define literacy and instruction. Following Garcia and Pearson's (1991) heuristic, students will examine four general instructional approaches: direct instruction, explicit explanation, cognitive apprenticeship, and whole language. They subsequently will use the four approaches as scaffolds for investigating the following topics: oral and written language development; phonological processes; lexical and semantic comprehension processes; and socio-cultural influences on literacy.

EDL 726 - Research Seminar B

(Credits: 3.00)

Students will answer the following questions: How does an understanding of inferential statistics inform research and data decision making? This seminar builds upon the content of Research Seminar A. It focuses on elements of design that apply to controlled experimental research. Statistical topics include regression, an introduction to non-parametric statistics and multivariate analysis of variance.

EDL 731 - Quantitative/Experimental Research Methodology/Design

(Credits: 4.00)

Students will answer the following question: What are exemplars of quantitative/experimental studies that have impacted literacy theory and practice? Students will study different quantitative/experimental research designs and methodologies that address the following areas: aspects of oral and written language development, phonological processes, lexical and semantic comprehension processes, and socio-cultural influences on literacy.

EDL 736 - Mixed Methods Research Methodology/Design

(Credits: 4.00)

Students answer the following question: What are examples of mixed methods studies that have impacted literary theory and practice? Students study different mixed methods research designs and methodologies that address the following areas: aspects of oral and written language development, phonological processes, lexical and semantic comprehension processes, and socio-cultural influences on literacy.

EDL 740 - Comprehension

(Credits: 3.00)

Students will answer the following questions: How has comprehension been defined by literacy theorists and practitioners? What is the relationship of oral and written language comprehension? Students will examine the history of comprehension research including the various ways in which comprehension has been defined. They will evaluate connections between definitions of comprehension and current instructional practices. They will analyze the strengths and weaknesses of methods of assessing comprehension.

EDL 746 - Sociocultural Models of Literacy

(Credits: 4.00)

Students will answer the following questions: What are sociocultural models and practice of literacy and how have these been conceptualized and tested? Sociocultural models are viewed through the lenses of the theoretical and instructional models of language and literacy examined in years one and two. Students will examine various lenses and, using these as a scaffold, explore issues in the following areas: 1) discourse, 2) second-language acquisition, 3) critical literacy, 4) visual/media literacy, 5) family literacy, 6) multicultural perspectives, 7) policy and research, 8) literacy and technology, and 9) teacher education.

EDL 750 - Language Acquisition

(Credits: 4.00)

Students will answer the following question: how does language influence literacy and learning? The course examines theory and research on language acquisition and linguistic differences. It explores the relationship between language acquisition and literacy development. Students will analyze quantitative and qualitative research informed by the theoretical models presented and discuss implications for literacy practices.

EDL 752 - Determining the Dissertation Topic

(Credits: 3.00)

Students will answer the following questions: What is the topic for my dissertation? What theoretical area most interests me? What research offers directions for a dissertation? Which specific area do I want to focus on? What questions do I want to answer? Which methodology is most appropriate?

EDL 754 - Designing the Dissertation

(Credits: 3.00)

Students will answer the following questions: Having identified a dissertation topic and question, what research design best fits its implementation? How can I plan a research study that services the issues and/or population for which I am most concerned? The course allows students to plan and design their dissertation and set a timeframe for dissertation completion.

EDL 762 - Current Issues in Word Knowledge

(Credits: 3.00)

Students will answer the following questions: How has word knowledge (a.k.a. word identification, word recognition) been defined by literacy theorists and practitioners? What is the relationship of word knowledge to the theories of cognition? How has it been assessed? What happens when word knowledge development varies? Students will examine the various ways in which word recognition has been defined. They will evaluate connections between these definitions and current instructional practices and will analyze the strengths and weaknesses of methods for assessing word knowledge.